► This dissertation examines the use of corporal punishment in 142 Tennessee public school districts, as well as the data from the United States Department…
(more)

▼ This dissertation examines the use of corporal punishment in 142 Tennessee public school districts, as well as the data from the United States Department of Education Office of Civil Rights to identify demographic patterns and trends regarding corporal punishment in the state of Tennessee. This project also studies the relationship between school district enrollment and corporal punishment. This dissertation uses quantitative methods to analyze the data. The results of this study finds that medium-sized school districts (student enrollment between 500 and 1500 students) report the greatest number of corporal punishment incidents. Also, a higher percentage of white students experience corporal punishment than nonwhite students in a majority of the years studied. The study also finds that a relationship exists between district size and corporal punishment practices. Corporal punishment rates in Tennessee's 10 largest districts are quite low. The findings of this research are similar to those found in past research in Texas, Mississippi, and North Carolina.

Guillory, M. K. (2017). An Analysis of Corporal Punishment Practices in the State of Tennessee. (Thesis). University of Louisiana at Lafayette. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10269344

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Guillory, Melanie K. “An Analysis of Corporal Punishment Practices in the State of Tennessee.” 2017. Thesis, University of Louisiana at Lafayette. Accessed May 25, 2019.
http://pqdtopen.proquest.com/#viewpdf?dispub=10269344.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Guillory, Melanie K. “An Analysis of Corporal Punishment Practices in the State of Tennessee.” 2017. Web. 25 May 2019.

Vancouver:

Guillory MK. An Analysis of Corporal Punishment Practices in the State of Tennessee. [Internet] [Thesis]. University of Louisiana at Lafayette; 2017. [cited 2019 May 25].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10269344.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guillory MK. An Analysis of Corporal Punishment Practices in the State of Tennessee. [Thesis]. University of Louisiana at Lafayette; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10269344

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► Independent schools across the country - which historically have served almost exclusively the children of the elite class - have made significant strides in increasing…
(more)

▼ Independent schools across the country - which historically have served almost exclusively the children of the elite class - have made significant strides in increasing their percentages of students of color and students who participate in financial aid in recent decades. This exploratory study investigates the manifestation of increased racial/ethnic and socioeconomic diversity in these schools’ cultures, and the perception of administrators, faculty and parents of its impact. I first sought to understand how administrators, teachers, and “typical” independent school parents assign value to racial/ethnic and socioeconomic diversity in California independent schools, relative to other priorities they hold. Second, I sought to understand how these actors perceive the extent to which students of color and students on financial aid are fully included in the life of the school, insofar as they are accepted as full members of school communities with unfettered access to all school resources. Since there is a dearth of research on independent schools, particularly on topics related to diversity and inclusion, this study is a first attempt at understanding the meaning of diversity and inclusion for this specific population.This study found that actors place high value on a positive school culture when choosing an independent school – as high a value as a strong academic program – and that the desire to preserve school cultures that feel “comfortable,” “warm,” and “nice” persists and deepens once they have joined a school community. While all participants in this study expressed satisfaction in the diversity of the student population in their schools, they rarely described the value of the presence of these “atypical” students from diverse racial/ethnic and socioeconomic background in moral or political terms. Instead, they tended to cast diversity as strong preparation for life in a “real world” that is increasingly globalized and multicultural, and as a value add for “typical” students’ social experiences. However, this study also found that, despite these positive attitudes towards diversity, there also existed expectations for a certain level of homogeneity within their communities that served as the glue that holds the school culture together. That homogeneity is characterized by similar academic capability and attitude, as well as behaviors; these factors contribute to the positive school culture, and the value that actors’ attached to it. Symbolic boundaries that exist to sort students into in-groups and out-groups and thus silence divergent and disruptive voices, also contribute to positive school culture. While an expectation of assimilation of “atypical” students is usually rejected as outdated, expectations of amalgamation are clearly present in these school cultures. These attitudes and values have major implications for schools’ ability to build inclusive community, since the very strengths associated with communities of mostly like-minded employees and families leaves little room, if any, for…

► Over the past four decades numerous scholars from a diverse range of fields, including history and comparative education, have turned to the transfer of the…
(more)

▼ Over the past four decades numerous scholars from a diverse range of fields, including history and comparative education, have turned to the transfer of the Hampton-Tuskegee model from the United States South to British colonial Africa to explore issues of global educational transfer and borrowing; nation-building; character education; and British colonial education policies. The primary goal of my dissertation is to consider this instance of educational transfer as a means of exploring the broader issues of black transcultural identity and black agency in education policy formation and implementation in the U.S. and in the Gold Coast. The two black actors who figure prominently in this case study are Booker T. Washington, the president and founder of Tuskegee Institute, and his African counter-part, James E.K. Aggrey, a co-founder of Achimota who together became the public face of the model on two continents while they quietly nurtured a elite cadre of black professionals and activists beneath the façade of industrial education. Using education as a site of social, political and economic transformation, this dissertation will require attention to both the explicit and subtle activities of Washington and Aggrey beneath the façade of accommodation to the prevailing ideology of white elites. This dissertation builds on emerging interdisciplinary scholarship on the African Diaspora that requires a new interpretative lens to assess the agency of subjugated blacks who used myriad techniques to negotiate a dominant white ideology committed to black subordination to advance a broader black nationalist agenda.

► This dissertation investigates the role of educational exchange programs in American cultural diplomacy over the course of the twentieth century and their role in…
(more)

▼ This dissertation investigates the role of educational exchange programs in American cultural diplomacy over the course of the twentieth century and their role in foreign policy, through the example of Hungary. It examines the Fulbright Program during the Cold War, as an instrument for aiding Hungary's systemic transition in the 1980s, and in the transformation of its higher education in the dynamic post-1989 period. The educational interaction between the United States and Hungary is reviewed from a historical perspective. The study begins with the initial projection of American higher education abroad under private auspices and the founding of official U.S. government cultural diplomacy in 1938. The study then examines the origins, conceptualization, and development of the Fulbright Program, the U.S.' flagship international education initiative. Although the study focuses on official educational exchange programs, it also considers the important and ongoing role played by American private sector organizations, notably universities, foundations, and non-governmental organizations, in the promotion of educational exchange with Hungary. The post-World War II bipolar world order triggered debates in American policymaking circles on the nature of the Fulbright Program and the role of educational exchanges in the Cold War struggle. This dissertation explores how, in the case of Hungary, the almost complete lack of educational exchange with the U.S in the 1950s was replaced by gradual engagement by both sides in the 1960s. It examines the crucial milestones of U.S. cultural diplomacy with Hungary in the late 1970s resulting in the establishment of the Fulbright Program between the two countries. The final section provides analysis of the active and deliberate utilization of the Fulbright Program by the U.S. government during the 1980s and 1990s to support the transformation of the Hungarian higher education system. The period of observation and analysis extends from 1919 to 2000, rather than examining U.S.-Hungarian relations in distinct pre-World War II, Cold War, and post-1989 stages, as traditional periodization would suggest. This longer time span provides an understanding of the durable nature of educational ties between countries, while tracing shifting paradigms of the role of educational exchanges in cultural dip diplomacy and foreign policy.

► This dissertation examines the career of the Arab Academy of Science in Damascus roughly over its first formative decade, from 1919 to 1930. It…
(more)

▼ This dissertation examines the career of the Arab Academy of Science in Damascus roughly over its first formative decade, from 1919 to 1930. It situates the Academy’s work in relation to concerns about language modernization characteristic of the <i>Nahda,</i> or Modern Arab Renaissance, and in the context of great changes in the political and social order of the Middle East. It highlights the ways the pioneering Levantine man of letters Jurji Zaydan sought to reconcile indigenous traditions of linguistic thought with modern concepts of evolutionary change and historicism in the development of a new science of language and the cultivation of a new kind of scholarly elite, from the late nineteenth century to the eve of the First World War. This dissertation also analyzes Arab Academy founding member ‘Abd al-Qadir al-Maghribi’s wide-ranging writings in matters of religion, politics, ethics, and language. Al-Maghribi wrote on behalf of the Islamic and Arab <i> umam</i> or communities, as well as for a constitutional Ottoman caliphate around the time of the Young Turk Revolution of 1908. The educability of the public was central to his vision as ordinary believers and Arabic-speakers became the population of the new national state of Syria following the Ottomans’ defeat in 1918. This project demonstrates how the three succeeding political orders over the territory that would become modern Syria influenced the thought of the founding members of the Academy in Damascus and contributed to the life of their institution: the late Ottoman state, the Amir Faysal’s short-lived Arabist kingdom in the aftermath of the First World War, and the imposition of the French Mandate for Syria from 1920. It argues that the late Ottoman Empire and its revolutionary and constitutional moment imparted qualities of ecumenicalism and worldliness, and that the Academy shared a spirit of experimentation and standardization with the Faysali and Mandatory regimes. Finally, this project turns to the relations of Arab Academy founding members, notably of their president Muhammad Kurd ‘Ali, with the Western orientalist scholars elected as corresponding members of their company. It chronicles how Arab and European scholars of Islam and Arabic collaborated in producing a body of knowledge and a discourse of friendship in their shared area of study, characterized by both sympathetic and objective norms. It argues that the Arab Academicians and their Western colleagues collectively sketched the contours of a globalized discussion of <i>Nahda,</i> history, and modernity in the quasi-colonial context of French Mandate Syria.

Khoury, S. (2016). Instituting Renaissance| The Early Work of the Arab Academy of Science in Damascus, 1919-1930. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10010879

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Khoury, Shaadi. “Instituting Renaissance| The Early Work of the Arab Academy of Science in Damascus, 1919-1930.” 2016. Thesis, The George Washington University. Accessed May 25, 2019.
http://pqdtopen.proquest.com/#viewpdf?dispub=10010879.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Khoury, Shaadi. “Instituting Renaissance| The Early Work of the Arab Academy of Science in Damascus, 1919-1930.” 2016. Web. 25 May 2019.

Vancouver:

Khoury S. Instituting Renaissance| The Early Work of the Arab Academy of Science in Damascus, 1919-1930. [Internet] [Thesis]. The George Washington University; 2016. [cited 2019 May 25].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10010879.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Khoury S. Instituting Renaissance| The Early Work of the Arab Academy of Science in Damascus, 1919-1930. [Thesis]. The George Washington University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10010879

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

The Ohio State University

6.
Mendenhall, Sarah S.
Locating the Profession: Disciplinary Identities and
Professional Spaces in the History of Composition and
Rhetoric.

▼ This dissertation addresses contemporary concerns that
composition studies lacks disciplinary coherence. In the past 50
years, composition has expanded across multiple scholarly
specializations and programmatic locations, including Writing
Across the Curriculum, writing centers, first-year writing,
professional writing, digital media, and undergraduate majors. This
project contextualizes this expansion by examining how composition
established disciplinary authority throughout the 20th century.
Using archival resources from journals, job lists, and the archives
of scholarly professional organizations, each chapter explores a
key term associated with the emergence of composition as a
discipline––science in the early 20th century, research in the
1960s post-Sputnik era, the rise of specialized labor in the 1970s
and 80s, and departmental location in the 1990s. Historians
typically frame science, research, specialization, and departmental
status as disciplinary achievements. Conversely, this analysis
argues that these developments instead reveal centrifugal
tendencies, both establishing visibility for composition and
dispersing its work widely across multiple disciplines and sites of
general and remedial education. Rather than frame this challenge as
an identity crisis, this project calls for the field to develop
strategic alliances and equitable labor practices across sub-fields
and programs.
Advisors/Committee Members: Halasek, Kay (Advisor).

Mendenhall, S. S. (2013). Locating the Profession: Disciplinary Identities and
Professional Spaces in the History of Composition and
Rhetoric. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1368695422

Chicago Manual of Style (16th Edition):

Mendenhall, Sarah S. “Locating the Profession: Disciplinary Identities and
Professional Spaces in the History of Composition and
Rhetoric.” 2013. Doctoral Dissertation, The Ohio State University. Accessed May 25, 2019.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1368695422.

MLA Handbook (7th Edition):

Mendenhall, Sarah S. “Locating the Profession: Disciplinary Identities and
Professional Spaces in the History of Composition and
Rhetoric.” 2013. Web. 25 May 2019.

Vancouver:

Mendenhall SS. Locating the Profession: Disciplinary Identities and
Professional Spaces in the History of Composition and
Rhetoric. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2019 May 25].
Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1368695422.

Council of Science Editors:

Mendenhall SS. Locating the Profession: Disciplinary Identities and
Professional Spaces in the History of Composition and
Rhetoric. [Doctoral Dissertation]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1368695422

► In the late 1950s and early 1960s, during the height of protests and actions by civil rights activists against de facto school segregation in the…
(more)

▼ In the late 1950s and early 1960s, during the height of protests and actions by civil rights activists against de facto school segregation in the Los Angeles area, the residents of a group of small cities fought to break away from the Los Angeles City Schools and create a new, independent school district. If established, the district would serve white pupils nearly exclusively, preserving and reinforcing racially segregated schools in the area. Proponents of the plan were residents of the majority white, working class cities just southeast of the city of Los Angeles. Their crusade was a response to the merger of the Los Angeles schools, up until this time comprised of separate elementary and high school districts, into the Los Angeles Unified School District (LAUSD). I argue that this movement represented the continuation of a much longer and foundational debate over control of public schools in the U.S. at both the federal and state level. This conflict pitted advocates of a vision of “neighborhood” schools controlled by the communities they served against policy makers who endeavored to create larger school districts in order to exert more control over funding and administration. This challenge to the LAUSD’s creation was just one of many fights in the decades following World War II in the Greater Los Angeles area over public school district organization and attendance zones. These battles were inextricably tied to larger issues like taxation, control of community institutions, the size and role of state and county government, and racial segregation. As civil rights activists and the state government advanced a version of public schools that were more inclusive and demanded larger-scale, consolidated administration, race became an increasingly important aspect of debates over school district organization in Los Angeles County. The actions of white residents of the region in response to attempts to create larger school districts reveal an often-overlooked grassroots activism connected to an exclusionary notion of smaller-scale school districts based on local control and “community identity.”

► This thesis explores the rise of public education, its influence on rural society, and the ways that farmwomen used schooling for a variety of purposes.…
(more)

▼ This thesis explores the rise of public education, its influence on rural society, and the ways that farmwomen used schooling for a variety of purposes. Throughout the nineteenth century, more opportunities for women appeared as communities in the mountainous areas of West Virginia and Pennsylvania established free, public schools. With these social developments came an attempt to balance the public's perception of women's role in rural society. Administrators charged with implementing state-wide, public education had to set boundaries on women's advancement as they reacted to the public's changing ideas of women's proper role. Confronting these ideas set forth by administrators, the girls who attended public schools received an education that provided additional tools and new experiences, which were individually transformative. By the turn of the century, farmwomen saw themselves as an extension of the country school, which they believed was the nexus of their community. They advocated for their own and their family's education, and they used their presence in country schools to shape their individual experiences.
Advisors/Committee Members: Kenneth Fones-Wolf, Elizabeth Fones-Wolf, Kimberly Welch.

Perry, A. (2014). Country Schoolgirls: A Study of Rural Women and the Rise of Public Education, 1820-1914. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/452

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Perry, Allyson. “Country Schoolgirls: A Study of Rural Women and the Rise of Public Education, 1820-1914.” 2014. Thesis, West Virginia University. Accessed May 25, 2019.
https://researchrepository.wvu.edu/etd/452.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Perry, Allyson. “Country Schoolgirls: A Study of Rural Women and the Rise of Public Education, 1820-1914.” 2014. Web. 25 May 2019.

Vancouver:

Perry A. Country Schoolgirls: A Study of Rural Women and the Rise of Public Education, 1820-1914. [Internet] [Thesis]. West Virginia University; 2014. [cited 2019 May 25].
Available from: https://researchrepository.wvu.edu/etd/452.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Perry A. Country Schoolgirls: A Study of Rural Women and the Rise of Public Education, 1820-1914. [Thesis]. West Virginia University; 2014. Available from: https://researchrepository.wvu.edu/etd/452

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

West Virginia University

9.
Caudill, James Seth.
One-room schools and their role in the development of the Appalachian hills of West Virginia: 1863 – 1940s.

► One-room schools provided the educational settings for the majority of West Virginians until well into the twentieth century. The distribution of the population throughout the…
(more)

▼ One-room schools provided the educational settings for the majority of West Virginians until well into the twentieth century. The distribution of the population throughout the rural, rolling, and mountainous terrain resulted in the location of schools within walking distance for most students. The school population consisted of students of various ages and different grades contained in one room. Teachers required diverse skills, in order to perform as academic instructor, nurse, custodian, and entertainment leader at recess. The rural schools gave students in these communities an opportunity to achieve an education, offering both academics and life lessons. The thesis will examine three stages in the history of West Virginia's one-room schools. First, what was the role of one-room schools in the development of human growth and opportunity for the population of a predominately-rural state? Second, West Virginia experienced an industrial development beginning in the 1880s, but one that relied principally on resource extraction in rural areas. How did one-room schools adapt to the state's industrial transformation and the attendant demographic and social changes? Lastly, one-room schools were a fixture in many of West Virginia's communities. Whether up the head of a hollow, near a creek, or in the grassy bottom of a mountain valley, these facilities existed and became important community institutions and social centers. When the state moved toward rural school consolidation in the twentieth century, what was the loss to the community by the closing of one-room schools in West Virginia? The investigation of these questions will allow for a better understanding of the role of the one-room school in West Virginia's educational past.
Advisors/Committee Members: Ken Fones-Wolf., Melissa Bingmann, John Cuthbert.

Caudill, J. S. (2010). One-room schools and their role in the development of the Appalachian hills of West Virginia: 1863 – 1940s. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/771

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Caudill, James Seth. “One-room schools and their role in the development of the Appalachian hills of West Virginia: 1863 – 1940s.” 2010. Thesis, West Virginia University. Accessed May 25, 2019.
https://researchrepository.wvu.edu/etd/771.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Caudill, James Seth. “One-room schools and their role in the development of the Appalachian hills of West Virginia: 1863 – 1940s.” 2010. Web. 25 May 2019.

Vancouver:

Caudill JS. One-room schools and their role in the development of the Appalachian hills of West Virginia: 1863 – 1940s. [Internet] [Thesis]. West Virginia University; 2010. [cited 2019 May 25].
Available from: https://researchrepository.wvu.edu/etd/771.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Caudill JS. One-room schools and their role in the development of the Appalachian hills of West Virginia: 1863 – 1940s. [Thesis]. West Virginia University; 2010. Available from: https://researchrepository.wvu.edu/etd/771

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► Richard Austen Butler, President of the Board of Education, 1941-1945, and his intellectual colleagues in England built an educational philosophy based on cultural traditions…
(more)

▼ Richard Austen Butler, President of the Board of Education, 1941-1945, and his intellectual colleagues in England built an educational philosophy based on cultural traditions synthesized with progressive educational trends. Here, this philosophy is identified as Christian-civic humanism. Legislation resulting from this educational philosophy, the 1944 Education Act, mandated religious education (RE) for cultural cohesion and promoted a diversified secondary and further education system to bolster English commonwealth in an era of flux. Historians' analyses of the 1944 Act as a piece of post-war social legislation have overwhelmed its significance as an artifact of intellectual and educational idealism. Nonetheless, focus on the Act's relationship to egalitarian "secondary education for all," and secularized education has become increasingly passé. Revisionist analyses allow reconsideration of links between education and state welfare in terms of broader historical meanings. The educational philosophy of Christian-civic humanism was uncovered using revisionist-minded archival research that examined educational philosophy by Butler and his colleagues outside of traditional Board of Education sources and interpretations. This methodology broaden research and analysis of English history of education to include speeches, essays, and textbooks on more broadly-defined educational issues found in libraries and archives inside and outside of English history of education archives. Christian-civic humanism as thesis adds to the history of education, as well as English history writ large, to move beyond stalemates in English educational politics – impasses linked in part to over-reliance on Marxist and secular explanations of the history of education. Incomplete analyses of "secondary education for all" and the meaning of religious education have led to misunderstandings between educationalists and politicians, and consigned progressive-minded, yet conservative and Christian, educationalists to the "dustbin of history." Given the continued stalemates in English education over the meaning of "secondary education for all," as well as the [re-]emergence of debates about British identity linked to religion, these issues demand revision. The resulting analysis provides a dispassionate, rather than politicized, discussion of the making of the 1944 Education Act by Conservative and Christian educationalists. It adds to a body of literature on the importance of civil and religious ideals in twentieth-century English history of education.

► This dissertation used education to highlight local and global dimensions of nation building in Tanzania. It examines the process by which the late colonial…
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▼ This dissertation used education to highlight local and global dimensions of nation building in Tanzania. It examines the process by which the late colonial and early postcolonial education officials in Tanzania experimented with and developed educational and nationalistic institutions as a means to interact with their populations and satisfy increasingly vocal demands for social services. Using oral histories as well as sources from the Tanzanian National Archive and the archives of American non-governmental organizations, this dissertation also highlights the fundamental role that non-elite actors, such as teachers, students, and low-level government officials, played in acting as intermediaries between elite politicians and the general population. These transitional figures reproduced the ideology of the nation-state at the local level, while also using global resources, newly-available through Cold War rivalries, that developed institutions and educational structures that reinforced the scope and legitimacy of the nation-state. Nationalist celebrations became a critical part of this interaction as did controversies regarding immoral and unproductive female citizens. In examining the development of educational and post-colonial nationalistic institutions, this project argues that local issues, national agendas, and global paradigms of authority worked collectively to reinforce the ideals of national citizenship and the pre-eminence of the nation-state, in the new postcolonial world.

Nicholson, T. A. (2012). Teaching Tanzania| Education and the Creation of Tanzania in a Cold War World. (Thesis). State University of New York at Stony Brook. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3516846

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nicholson, Timothy Alan. “Teaching Tanzania| Education and the Creation of Tanzania in a Cold War World.” 2012. Thesis, State University of New York at Stony Brook. Accessed May 25, 2019.
http://pqdtopen.proquest.com/#viewpdf?dispub=3516846.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nicholson, Timothy Alan. “Teaching Tanzania| Education and the Creation of Tanzania in a Cold War World.” 2012. Web. 25 May 2019.

Vancouver:

Nicholson TA. Teaching Tanzania| Education and the Creation of Tanzania in a Cold War World. [Internet] [Thesis]. State University of New York at Stony Brook; 2012. [cited 2019 May 25].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3516846.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nicholson TA. Teaching Tanzania| Education and the Creation of Tanzania in a Cold War World. [Thesis]. State University of New York at Stony Brook; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3516846

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► This thesis explores the role of town-and-gown violence as a constructive force during the rise of three universities in medieval France: the university in…
(more)

▼ This thesis explores the role of town-and-gown violence as a constructive force during the rise of three universities in medieval France: the university in Paris in the thirteenth century and the universities in Orléans and Toulouse in the fourteenth century. These universities became established fixtures in the social and political spaces of their respective cities partly as a result of violence between scholars and townspeople and the protracted arbitration and litigation that succeeded a violent incident. More specifically, various instances of town-and-gown violence created the circumstances through which the scholars and the townspeople in each city could negotiate new terms of coexistence, often through royal and papal mediation. In Paris, Orléans, and Toulouse, the involvement of the French monarchy in these conflicts became one of the major points of contention. Violence and conflict served as mechanisms by which the scholars and the townspeople sought to debate the way royal power was weighted. In each city, violent encounters and subsequent resolutions of conflict allowed the scholars to establish themselves as members of an enduring structure, defining their roles within the social and political networks of the city.

► The Catholic Diocese of South Carolina engaged in an extensive preparation program to ready the Catholic community for desegregation several years before the process…
(more)

▼ The Catholic Diocese of South Carolina engaged in an extensive preparation program to ready the Catholic community for desegregation several years before the process occurred in 1963. After the <i>Brown v. Board of Education </i> decision, the diocese took steps to work for racial justice even though Catholics made up a small minority of the state’s population. In 1961, Bishop Paul J. Hallinan issued a Pastoral Letter that outlined the preparation process towards desegregation. The diocesan actions included integrating the first elementary school in South Carolina, challenging local politicians who were hostile to racial equality, and the development of a <i>Syllabus on Racial Justice.</i> While it took the diocese nine years to desegregate, the planning process allowed for an orderly transition. This work places the South Carolina Catholic desegregation story within the context of the struggle for and resistance to what C. Vann Woodward referred to as the Second Reconstruction.

► Although much has changed in the relationship between Canadian governments and publicly-assisted universities over the last century, the principles of ‘institutional autonomy’ and ‘annual public…
(more)

▼ Although much has changed in the relationship between Canadian governments and publicly-assisted universities over the last century, the principles of ‘institutional autonomy’ and ‘annual public grants’ remain sacrosanct. The codification of this relationship may be found in a document written in 1906; the
final report of the Royal Commission on the University of Toronto and University College, also known as the Flavelle Commission of Ontario. Appreciating the forces that acted upon the commission is important to understanding the fundamental principles of government/university interaction in Canada today. The
forces that acted on the commission included a growing recognition of the United States as a comparable jurisdiction for Canadian public policy questions, the background and personal relationships of some commissioners and the political landscape of Ontario at the time. This paper examines some of these issues and the impact they had on the commission’s recommendations.

Boggs, A. M. (2007). Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission
. (Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/65526

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Boggs, Andrew Michael. “Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission
.” 2007. Thesis, University of Toronto. Accessed May 25, 2019.
http://hdl.handle.net/1807/65526.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Boggs, Andrew Michael. “Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission
.” 2007. Web. 25 May 2019.

Vancouver:

Boggs AM. Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission
. [Internet] [Thesis]. University of Toronto; 2007. [cited 2019 May 25].
Available from: http://hdl.handle.net/1807/65526.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boggs AM. Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission
. [Thesis]. University of Toronto; 2007. Available from: http://hdl.handle.net/1807/65526

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► Historical empathy is a topic that is decades old in historyeducation research, but has been stunted in it’s implementation due to a lack of…
(more)

▼ Historical empathy is a topic that is decades old in historyeducation research, but has been stunted in it’s implementation due to a lack of conceptual clarity, and a lag in balanced research grounding the term. Also, classroom practices and pedagogy have had some implementation missteps that have encouraged over identification and unrestrained emotional engagement between students of history and historical agents. These missteps run counter to the practice of quality, unbiased historical inquiry. The goal of this research study is to contribute to the field and knowledge in area of historical empathy, and to provide knowledge that help practitioners avoid such missteps. This study intends to help stabilize the term, and to investigate the dual-process (affective and cognitive) nature of historical empathy engagement. Through investigates the different conceptualizations and frameworks, especially in digging deeper into students’ affective process in historical empathy engagement, this study intends to balance the field’s understanding of the affective process in a dual-process model. The findings highlight the areas where current knowledge was echoed, where research may be misunderstood or fall short, and where further research and study is needed.

► This dissertation utilized a Delphi methodology in discovery of the perceived outcomes and teaching strategies that are common for art history survey courses taught…
(more)

▼ This dissertation utilized a Delphi methodology in discovery of the perceived outcomes and teaching strategies that are common for art history survey courses taught at higher education institutions throughout the United States. A group of art history faculty, chairs, and current researchers focused on studying teaching and learning within art history weighed in on their perspectives through three mixed method survey rounds, ranking the importance of various themes developed through the responses. The results discover that there is still a strong preference for a Socratic seminar teaching strategy, while the participants also highlighted other outcomes and strategies that are important areas for future research in the discipline.

► Academic freedom is widely accepted as the legitimating concept which separates the academic profession from other professions. Over the last fifty years the dramatic…
(more)

▼ Academic freedom is widely accepted as the legitimating concept which separates the academic profession from other professions. Over the last fifty years the dramatic changes in American higher education—from enrollment growth, shifts in funding sources, disciplinary specialization and diversification of institutional missions—have each influenced how academic freedom is actualized on college and university campuses. This study traces the history of academic freedom in American higher education from the late 1950s through the present. It asks about the current status and conceptions of academic freedom in American higher education, it considers what has shaped and influenced the current status and conceptions of American higher education, and it seeks to illuminate how the present state of professional autonomy is better understood through historical discussions of academic freedom. An organizational taxonomy is presented to explain the complexities of the domains, agents, and threats to academic freedom. The analysis revealed that a volatile, but nevertheless still identifiable, state of academic freedom existed throughout this tumultuous period. Because of this constant state of challenge and tension, the autonomy of the professoriate, and therefore the autonomy of higher education, has suffered.

► This study traces the story of how one rural county in South Carolina transitioned from a segregated school system to a unitary one. Using…
(more)

▼ This study traces the story of how one rural county in South Carolina transitioned from a segregated school system to a unitary one. Using archival and oral history sources, the study focuses on the troubled times experienced by citizens of Chesterfield County between 1965 and 1971. This case study examines one community to shed light of the desegregation process as it occurred in rural counties throughout the South. This study contributes to the documentation of the history of education in South Carolina and adds to a small, but growing body of case studies of desegregation experiences. Interviews with students, parents, teachers, and administrators and reviews of newspaper articles, letters, meeting minutes, and other documents were used to produce a narrative of Chesterfield County’s consolidation and desegregation process. A decade after the historic <i>Brown v. Board of Education</i> (1954) decision to end the practice of “separate, but equal,” the schools in Chesterfield County, South Carolina, like most schools in the South remained segregated by race. Chesterfield County was divided into six school districts. Like most other school districts in the South, pressure from the federal government forced five of the districts to adopt “freedom of choice” desegregation plans in 1965. That same year, however, one district (Chesterfield County School District No. 6) decided to combine all students – Black and White, in grades 1 through 12 – into the same schools. The schools in Ruby, SC, were the first district in the state to completely desegregate without being under court order. Three years later, in 1968, the six districts of the county were consolidated into a single school district and plans were made to move forward with school desegregation. However, White parents in some towns protested the plan and forced the county school board to close the schools and reconsider. The Board reversed their desegregation plans and returned to freedom of choice for most students. Black parents were outraged and staged a protest march, organized a school boycott, and filed for an injunction against the district. In 1969 the district was brought before federal district court (District of South Carolina, Florence Division) and ordered to desegregate. Finally, in the school year 1970-1971, the county achieved unitary status by consolidating a number of schools, closing others and opening some new schools.

Guy, C. J. (2011). Troubled times| Desegregation of public schools in Chesterfield, South Carolina, 1965 – 1971. (Thesis). University of South Carolina. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3444125

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Guy CJ. Troubled times| Desegregation of public schools in Chesterfield, South Carolina, 1965 – 1971. [Internet] [Thesis]. University of South Carolina; 2011. [cited 2019 May 25].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3444125.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guy CJ. Troubled times| Desegregation of public schools in Chesterfield, South Carolina, 1965 – 1971. [Thesis]. University of South Carolina; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3444125

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

19.
Crane, CoriAndre Cerise.
A Qualitative Study on the Preferred Working Environment of Southern California Secondary Teachers with Experience in Both a District Traditional School and a District Charter School.

► A teacher?s working conditions can affect his or her performance, satisfaction, how long he or she stays at a particular school site, and how…
(more)

▼ A teacher?s working conditions can affect his or her performance, satisfaction, how long he or she stays at a particular school site, and how long he or she stays in the profession. In order to attract and retain highly qualified teachers, working conditions need to be as optimal as possible. As demands placed upon teachers continue to increase, more needs to be studied about what constitutes optimal working conditions.
The purpose of this hermeneutic, phenomenological study was to investigate the working conditions and professional beliefs of eight Southern California secondary (6th-12th grade) school teachers who had two years of teaching experience in the same content area or grade level in both a public school and a district charter school, with at least five years of consecutive full-time teaching experience, to learn more about what constituted ideal working conditions for secondary teachers. More specifically, this study, via in-depth individual interviews, invited participants to (a) describe the work conditions they experienced in a traditional setting, (b) describe the work conditions they experienced in a charter setting, (c) compare the traditional and charter school work conditions that they experienced, and (d) describe what they believe to be the ideal school work conditions for secondary teachers.
This study had three conclusions related to working conditions in both traditional public and district charter secondary school settings. The first was that teaching at the secondary level is professionally challenging, in all types of environments. The second was that teachers prefer a blend of traditional public and district charter school environments. The last was that teachers like to have autonomy with opportunities to collaborate and build relationships with colleagues.

Crane, C. C. (2017). A Qualitative Study on the Preferred Working Environment of Southern California Secondary Teachers with Experience in Both a District Traditional School and a District Charter School. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10691078

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Crane, CoriAndre Cerise. “A Qualitative Study on the Preferred Working Environment of Southern California Secondary Teachers with Experience in Both a District Traditional School and a District Charter School.” 2017. Thesis, Pepperdine University. Accessed May 25, 2019.
http://pqdtopen.proquest.com/#viewpdf?dispub=10691078.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Crane, CoriAndre Cerise. “A Qualitative Study on the Preferred Working Environment of Southern California Secondary Teachers with Experience in Both a District Traditional School and a District Charter School.” 2017. Web. 25 May 2019.

Vancouver:

Crane CC. A Qualitative Study on the Preferred Working Environment of Southern California Secondary Teachers with Experience in Both a District Traditional School and a District Charter School. [Internet] [Thesis]. Pepperdine University; 2017. [cited 2019 May 25].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10691078.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crane CC. A Qualitative Study on the Preferred Working Environment of Southern California Secondary Teachers with Experience in Both a District Traditional School and a District Charter School. [Thesis]. Pepperdine University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10691078

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Florida State University

20.
Callahan, Kathleen M.The Internationalization in Student Affairs in the United States from 1951 to 1996.

After World War II, globalization impacted both, higher education and student affairs. As a result, both increased efforts to internationalize campuses, academics, and student services.…
(more)

▼

After World War II, globalization impacted both, higher education and student affairs. As a result, both increased efforts to internationalize campuses, academics, and student services. The purpose of this research is to examine how student affairs responded to the internationalization in higher education during 1951 to 1996 in the United States (US). Documents and oral histories provided a narrative of how professionals, institutions, and professional associations, specifically the major student affairs associations, ACPA: College Student Educators International; NASPA: Student Affairs Administrators in Higher Education; and the National Association of Women Educators (NAWE), evolved over this 45 year time period. This research highlights the importance of concurrent and grassroots movements, professional experience, and institutional and associational influence that led to a "tipping point" in 1995 and 1996. Each of these main themes contributes to the larger story of the internationalization in student affairs in the US. Post 1996 student affairs has continued to internationalize as literature and collaborative relationships among professional associations worldwide highlight differences and similarities of student affairs and services across the globe. This research provides a horizontal history for the internationalization in student affairs in the US until 1996; however, it highlights a need for further research in the history of student affairs, student affairs and services around the world, and the current state of internationalization of student affairs and services.

A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy.

Callahan, K. M. (2015). The Internationalization in Student Affairs in the United States from 1951 to 1996. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9563 ;

Chicago Manual of Style (16th Edition):

Callahan, Kathleen M. “The Internationalization in Student Affairs in the United States from 1951 to 1996.” 2015. Doctoral Dissertation, Florida State University. Accessed May 25, 2019.
http://purl.flvc.org/fsu/fd/FSU_migr_etd-9563 ;.

MLA Handbook (7th Edition):

Callahan, Kathleen M. “The Internationalization in Student Affairs in the United States from 1951 to 1996.” 2015. Web. 25 May 2019.

Vancouver:

Callahan KM. The Internationalization in Student Affairs in the United States from 1951 to 1996. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2019 May 25].
Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9563 ;.

Council of Science Editors:

Callahan KM. The Internationalization in Student Affairs in the United States from 1951 to 1996. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9563 ;

► The purpose of this multi-case, Appreciative Inquiry, is to discover the strengths of Kansas Reward schools and compare them with practices included within the…
(more)

▼ The purpose of this multi-case, Appreciative Inquiry, is to discover the strengths of Kansas Reward schools and compare them with practices included within the Turnaround Principles. Data, collected through focus groups, includes staff opinions regarding the Reward schools’ successes. This study comprises themes that participants believe have had an effect on school success and that align with the Turnaround Principles. Practical implications of this study suggest using Reward school practices to frame future statewide technical assistance improvements and opportunities for high-progress and high-performance schools, or other schools with distinguished practices and to use Reward schools to mentor lower-performing schools in order to demonstrate effective practices. <i><b>Keywords:</b></i> school improvement, high-performance school, high-progress school, Reward school, Appreciative Inquiry, Turnaround Principles: (a) provide strong leadership, (b) enable effective educators, (c) maximize learning time, (d) ensure rigorous curriculum, (e) utilize data analysis, (f) establish safe environment, and (g) grow family and community engagement (KSDE, 2013).

Political and educational leaders today often praise the benefits of study abroad with lofty rhetoric by arguing that overseas study can provide American undergraduate students…
(more)

▼

Political and educational leaders today often praise the benefits of study abroad with lofty rhetoric by arguing that overseas study can provide American undergraduate students with a variety of beneficial outcomes such as personal growth, academic gains, professional skills, greater international awareness and cross-cultural understanding. Despite the rhetoric, a relatively small percentage of students participate in overseas study. In 2014, the Institute of International Education reported that 9% of American undergraduates study abroad before graduating. Beyond this, there is a lack of diversity in the students who do study abroad for credit. Although the number of white students enrolled in US higher education is approximately 60%, over 76% of the students who study abroad are white. This lack of diversity and the relatively low levels of participation in study abroad have prompted many proponents to call for new ways to expand this practice so that more undergraduate students benefit from overseas study.
This dissertation traces the historical development of study abroad programs for American undergraduate students in the twentieth century focusing on how advocates justified these programs and envisioned their ideal structures. By examining the visions and administrative solutions of study abroad advocates over the past century, this dissertation demonstrates how proponents gradually convinced colleges and universities to adopt these programs to the point that study abroad became a permanent, but highly selective, aspect of U.S. higher education. It also reveals how the discourse about study abroad changed at different points in the twentieth century to adapt to contemporary challenges. This history offers contemporary educators seeking to expand overseas study a deeper awareness of the need for clarity of objectives in study abroad programs. It argues that the rhetoric and the reality of study abroad practices should intersect in transparent ways that all interested stakeholders can understand. Finally, understanding how the roots of selectivity and elitism in study abroad were established to mitigate fears of unregulated growth and academic illegitimacy will help contemporary advocates think about ways to achieve greater access in education abroad while still maintaining institutional standards today.

► The purpose of this study is to examine the social and historical foundations of the music education program in the Baldwin Park Unified School…
(more)

▼ The purpose of this study is to examine the social and historical foundations of the music education program in the Baldwin Park Unified School District in terms of personnel, organizational structure, performance activities, funding, and district support in order to gain an understanding of how the program has developed, sustained, and thrived despite significant challenges during the years 1950-2015. Whereas many school districts in California have elected to drastically reduce or cut funding to music programs, BPUSD has maintained a robust music program in the schools for more than 65 years. Demographic information indicates that the city of Baldwin Park, fifteen miles east of Los Angeles, is one of the lowest socio-economic regions in the state; this economic factor is among the challenges the district has faced throughout the years. Data from this historical overview include interviews with former BPUSD music teachers and artifacts in the form of district personnel records, school yearbooks, concert programs, photos, newspaper clippings, and personal correspondence. Data also revealed there was strong leadership due to the administrative position of Music Coordinator held by Bob Greenwell from 1960 to 1986 and by Danny Wagner from 1986 to 2005. Under Greenwell’s leadership, a graduated music program was implemented for grades four through 12 – a structured program having elements that are still recognizable today, more than 60 years later. Collegial interactions between music teachers provided an environment for all BPUSD students to have equal opportunities to quality musical training and experiences. Program elements such as traditional performance activities – concerts, parades, field shows, and evaluation festivals – are examined with a particular focus on the role and perceived value of competition. The investigation into this musical tradition will be beneficial to music teachers, school administrators, students and parents alike, by providing an understanding of the social and historical influences. This study will serve to fill a gap in the comprehensive history of California public school music education, documenting the early historical events occurring in this district. It will contribute to the general field of knowledge of historical music education and will benefit the Baldwin Park Unified School District by conveying a detailed account of past music education activities and providing school leadership a strategic tool for future planning.

Brookey, S. (2017). A History of Music Education in the Baldwin Park Unified School District 1950-2015. (Thesis). Azusa Pacific University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10623781

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brookey, Suzanne. “A History of Music Education in the Baldwin Park Unified School District 1950-2015.” 2017. Thesis, Azusa Pacific University. Accessed May 25, 2019.
http://pqdtopen.proquest.com/#viewpdf?dispub=10623781.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brookey, Suzanne. “A History of Music Education in the Baldwin Park Unified School District 1950-2015.” 2017. Web. 25 May 2019.

Vancouver:

Brookey S. A History of Music Education in the Baldwin Park Unified School District 1950-2015. [Internet] [Thesis]. Azusa Pacific University; 2017. [cited 2019 May 25].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10623781.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brookey S. A History of Music Education in the Baldwin Park Unified School District 1950-2015. [Thesis]. Azusa Pacific University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10623781

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

24.
Harris, Marcia R.The effects of a high school workshop that teaches about the racial slur ?nigger/a? on participants? understanding and use of the racial slur.

► The global marketing of the racial slur “nigger” / “nigga” has been a steady stream of business for the entertainment industry for decades. Entertainment…
(more)

▼ The global marketing of the racial slur “nigger” / “nigga” has been a steady stream of business for the entertainment industry for decades. Entertainment is the United States’ second biggest export. The racial slur “nigger” / “nigga” is at the core of America’s savage history. However, many young people and adults have no knowledge of the history and negative connotations of the derogatory racial slur. This study focused on whether the workshops presented to 30 high school students in three schools in the northern United States would impact their understanding of the racial slur “nigger”/ “nigga” and if they would report that they are using the racial slur less or not at all after attending these workshops. Would the workshops give high school students a better understanding of the legacy of this debilitating racial slur and the impact it continues to have on the mindset of millions of people? Did the workshops help the high school students understand the negative effects of the use of the racial slur “nigger” / “nigga” through not only news, but also films/movies, music, video, song, and dance? Data were collected using pre- and post-intervention anonymous questionnaires with all of the participants and videotaped post-intervention interviews with two students from each of the three high schools. The results supported the hypothesis that after attending the workshops, students did have more knowledge of the origins of the racial slur “nigger” / “nigga” and they reported that they would use the term in its historical context as opposed to using it as a term of endearment.

Harris, M. R. (2016). The effects of a high school workshop that teaches about the racial slur ?nigger/a? on participants? understanding and use of the racial slur. (Thesis). The William Paterson University of New Jersey. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1606386

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Harris, Marcia R. “The effects of a high school workshop that teaches about the racial slur ?nigger/a? on participants? understanding and use of the racial slur.” 2016. Thesis, The William Paterson University of New Jersey. Accessed May 25, 2019.
http://pqdtopen.proquest.com/#viewpdf?dispub=1606386.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Harris, Marcia R. “The effects of a high school workshop that teaches about the racial slur ?nigger/a? on participants? understanding and use of the racial slur.” 2016. Web. 25 May 2019.

Vancouver:

Harris MR. The effects of a high school workshop that teaches about the racial slur ?nigger/a? on participants? understanding and use of the racial slur. [Internet] [Thesis]. The William Paterson University of New Jersey; 2016. [cited 2019 May 25].
Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1606386.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harris MR. The effects of a high school workshop that teaches about the racial slur ?nigger/a? on participants? understanding and use of the racial slur. [Thesis]. The William Paterson University of New Jersey; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1606386

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Dublin City University

25.
Perry, Glenn.
The practice of prosecuting parents for the non-school attendance of their children in Ireland: a review of prosecutions made during 2006 - 2013 under the Education (Welfare) Act 2000.

► The most recent figures in Ireland show that in 2014/15 approximately 56,400 students missed school every day with 11.1% of primary school pupils and 16.2%…
(more)

▼ The most recent figures in Ireland show that in 2014/15 approximately 56,400 students missed school every day with 11.1% of primary school pupils and 16.2% of post-primary students absent for 20 days or more throughout the school year (Millar,2016a). In 2009/10, roughly 30% of students in disadvantaged schools were absent for twenty days or more compared to 15.3% in non-disadvantaged schools (Millar, 2012). The legislation used for enforcing compulsory school attendance in Ireland is the Education (Welfare) Act, 2000. The primary focus of this Act is to ensure that every child receives an education, while at the same time, addressing the needs of children who do not attend school regularly. A parent can be prosecuted for “failing or neglecting” to send their child to school and can receive either a fine or a custodial sentence if found guilty (Government of Ireland, 2000). A parent may be issued with a School Attendance Notice (SAN) only after efforts have been made to improve their child’s nonattendance. If the school attendance continues to remain a concern, the parent may then be summonsed to court. To date 2,990 SAN’s and 766 prosecutions for school nonattendance have occurred since 2006.
The thesis examines the prosecution of parents for the school non-attendance of their children in Ireland. It explores trends and patterns in relation to prosecutions made under the Education (Welfare) Act 2000 between 2006 and 2013. It examines the perceptions of educational professionals and parent representatives in relation to the prosecution of parents for the school non-attendance of their children. The study adopts a mixed methods strategy as the best way of answering the research question. Initially, Quantitative data is collected and analysed providing a general insight into the research problem. The research also investigated and examined the attendance details of all prosecutions initiated in 2011 which involved analysing non-attendance figures for each case, over three academic years. In order to gain a deeper understanding of the problem, four focus groups were set up across the country. Three of the focus groups consisted of a mixture of educational professionals while the fourth focus group consisted of participants that support parents and children from a range of different agencies such as youth work, family support, community development and mental health.
Advisors/Committee Members: Brennan, Eileen, Flynn, Marie.

Perry, G. (2017). The practice of prosecuting parents for the non-school attendance of their children in Ireland: a review of prosecutions made during 2006 - 2013 under the Education (Welfare) Act 2000. (Thesis). Dublin City University. Retrieved from http://doras.dcu.ie/21980/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Perry, Glenn. “The practice of prosecuting parents for the non-school attendance of their children in Ireland: a review of prosecutions made during 2006 - 2013 under the Education (Welfare) Act 2000.” 2017. Thesis, Dublin City University. Accessed May 25, 2019.
http://doras.dcu.ie/21980/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Perry, Glenn. “The practice of prosecuting parents for the non-school attendance of their children in Ireland: a review of prosecutions made during 2006 - 2013 under the Education (Welfare) Act 2000.” 2017. Web. 25 May 2019.

Vancouver:

Perry G. The practice of prosecuting parents for the non-school attendance of their children in Ireland: a review of prosecutions made during 2006 - 2013 under the Education (Welfare) Act 2000. [Internet] [Thesis]. Dublin City University; 2017. [cited 2019 May 25].
Available from: http://doras.dcu.ie/21980/.

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Perry G. The practice of prosecuting parents for the non-school attendance of their children in Ireland: a review of prosecutions made during 2006 - 2013 under the Education (Welfare) Act 2000. [Thesis]. Dublin City University; 2017. Available from: http://doras.dcu.ie/21980/

Note: this citation may be lacking information needed for this citation format:Not specified: Masters Thesis or Doctoral Dissertation

► BEING A CHILD is among the basic life stage with which the most of the people, from the east and from the west, has been…
(more)

▼ BEING A CHILD is among the basic life stage with
which the most of the people, from the east and from the west, has
been a usual personal experience since the rise of human
civilization thousands years ago. Thanks to the hard work of the
anthropologists from generations, we now know that people from
different societies and of different time periods, however, don’t
necessarily share the same understanding about the term “children”
and “childhood.” As the above phenomenon suggests, it is easier to
realize that “childhood” is not a process solely shaped by the
nature, which can be analyzed through studying biology; instead,
“childhood”, at the same time, also belong to a
culturally-constructed product.
The issue of children is
occupying one of the prominent places in the Western historical
studies; unfortunately, it is not the case in China. By reviewing
the remained documents and antiques nowadays, there are still
sufficient sources for constructing a history of Chinese children
from the per-Qin period up to now. It is hoped that this thesis,
which discusses about children in the medieval time of China, will
to a certain extent help stimulate the research development in this
aspect. Admittedly, it is my personal goal to add as many aspects
of the children in Medieval China as I can into this thesis, which
is not a realistic task by using two years. Consequently, the
issues of learning process as well as emblazonment have been chosen
as the major discussing topics of the thesis.
Of the
uncultivated ground in Chinese historical studies, the concepts of
“children” and “childhood” therefore have to be examined at the
very beginning. Chapter 2 of the thesis tries to review the history
of Chinese word “tong” 童 and to find out the connection between the
meaning of slave and child. There were proscription against the
hairstyle of the slaves, which the latter had to shave all of his
hairs to help identify them from the ordinary people. At the same
time, children’s hairs were usually cut off in their earlier
period. As slave system finally collapsed and the notion of
childhood gradually increased, the meaning of children turned into
the major meaning of “tong.” Chapter 3, on the other hand, talks
about the magical feature of the children in ancient China, which
have frequently appeared in historical records. Instead of
labelling these stories as the religious imagination of the author,
whom were mainly the believers of the Daoism, we should accept this
as a common viewpoint. In fact, we can discover the link of this
features with an ever older concept—children as the mediator of the
heaven and the god.
Six chapters, from Chapter 4 to 9, have been
used to discuss the issue of learning process among the children in
Medieval China. Amongst the subjects taught at that time, it was
Confucianism enjoying the most influence. Consequently, most of the
content in this section has been used in examining the case of
children which were related to the study of the Book of Changes 易,
the Book of Documents 書, the Classic of Poetry 詩,…

► While specialists in all academic disciplines identify with their subjects of study, speaking of themselves for example as Classicists or Sociologists, the status of “scientist”…
(more)

▼ While specialists in all academic disciplines identify with their subjects of study, speaking of themselves for example as Classicists or Sociologists, the status of “scientist” is a uniquely distinctive social category. Educators do not fret about how to teach social studies to “nonsocial scientists” or literature to “nonhumanists,” yet in the natural sciences the distinction between “scientists” and “nonscientists” has guided American educational thought and practice for nearly a century. This dissertation examines why American educators adopted a bifurcated approach to science instruction and how their practices produced an increasingly rigid distinction between those inside the world of science and those on the outside.
Throughout much of the nineteenth century, U.S. secondary and college pupils followed a prescribed curriculum that included some instruction in natural history and philosophy. By the twentieth century, however, scientists, educators, and political and intellectual leaders concurred that instruction should be reconfigured to serve two purposes: to prepare citizens for life in the scientific age and to prepare scientists to secure its advance. In subsequent decades, amid changing views of the nature of the scientific enterprise and its place in society, educators launched a succession of projects to identify and differentially teach these two groups. In so doing, they constructed and institutionalized the notions of “future scientist” and “nonscientist” as entities distinct in makeup, educability, and civic responsibility.
This study examines key episodes in the history of differentiated science instruction that connect varying conceptions of scientists and nonscientists with practices that shaped students’ educational and career trajectories. Educators enlisted new techniques of testing, curriculum and pedagogy, and psychological research to ascertain and measure indicators of scientific character and talent, foster the development of future scientists, and prepare nonscientists to participate in civil discourse and decision-making about scientific matters. These projects shaped beliefs about who could become a scientist, the characteristics indicative of scientific ability, and the social responsibilities ascribed to specialists and nonspecialists. This study sheds light on how educators’ conception of scientific identity developed, how it created and constrained student opportunity, and how it has formulated the relationship between science and the public.
Advisors/Committee Members: Reuben, Julie A. xmlui.authority.confidence.description.cf_uncertain (advisor), Mehta, Jal (committee member), Shapin, Steven (committee member).

► This study examines the notion that Australia has entered a condition of political malaise. It seeks to find explanation for this development in a particular…
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▼ This study examines the notion that Australia has entered a condition of political malaise. It seeks to find explanation for this development in a particular domain: Australian historyeducation. Recent developments therein are assessed for the extent to which political understandings have been made available to students. On this basis the newly implemented Australian Curriculum: History is evaluated. The study employs a methodology of discourse analysis. Perspectives of politicians, experts and theorists are collected to examine contemporary political conditions. Theories regarding the manner in which history and education are harnessed for the purpose of constituting political and national identities are considered. Australian Curriculum: History is scrutinized in the context of the contestation that surrounded its creation and reception. The study posits the notion that the historical discourse has been coopted into the ideological conflicts of Australian party politics; that Australian Curriculum: History is constitutive of ideological predilections of antagonistic parties rather the historically informed critical faculties necessary for useful democratic participation.

Atherton, H. (2016). A political malaise: education for political understandings in Australian curriculum: history. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/118208

Chicago Manual of Style (16th Edition):

Atherton, Hugh. “A political malaise: education for political understandings in Australian curriculum: history.” 2016. Masters Thesis, University of Melbourne. Accessed May 25, 2019.
http://hdl.handle.net/11343/118208.

MLA Handbook (7th Edition):

Atherton, Hugh. “A political malaise: education for political understandings in Australian curriculum: history.” 2016. Web. 25 May 2019.

Vancouver:

Atherton H. A political malaise: education for political understandings in Australian curriculum: history. [Internet] [Masters thesis]. University of Melbourne; 2016. [cited 2019 May 25].
Available from: http://hdl.handle.net/11343/118208.

Council of Science Editors:

Atherton H. A political malaise: education for political understandings in Australian curriculum: history. [Masters Thesis]. University of Melbourne; 2016. Available from: http://hdl.handle.net/11343/118208

This doctoral dissertation is a microhistory of a textbook controversy in 1920 New Brunswick, Canada. During a time of post war sensitivity to nationalism and…
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This doctoral dissertation is a microhistory of a textbook controversy in 1920 New Brunswick, Canada. During a time of post war sensitivity to nationalism and patriotism, public feeling was aroused as the result of a complaint about Myers' General History, a world history textbook with a newly written chapter about the Great War. In the chapter, the American author made no reference to Canada, and overemphasized British and especially American war efforts.

A close examination of events over the course of the following six months investigates the public outcry, the bureaucratic response of the New Brunswick Board of Education and the political manoeuvring of the media. Their focus on the original issues of patriotism, citizenship, historyeducation and the role of schooling eventually dissolved into longstanding conflicts over language and religion.

Contextualized in the rich historical literature examining history and citizenship education and the history of education in Canada, this dissertation draws on a wide range of archival sources, most particularly the Board of Education correspondence and New Brunswick newspapers, to explore how questions about historyeducation were interpreted through the lens of the bureaucratic rationality of the educational administrator, the political partisanship of the newspaper editor, and the Acadian nationalism of the Roman Catholic Bishop. The 1920 New Brunswick history textbook controversy contributes to our understanding of the political nature of public memory, and the complex intertwining of religion and language rights within schooling, historyeducation and citizenship in Canada, and in New Brunswick.

► The Crisis' in Zimbabwe, which in significant part began in 2000 with the appropriation of white owned commercial farms, is political, economic and psycho-social, and…
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▼ The Crisis' in Zimbabwe, which in significant part began in 2000 with the appropriation of white owned commercial farms, is political, economic and psycho-social, and has resulted in major upheavals and catastrophic changes to Zimbabwean society. The researcher investigates from an autobiographical and speculative point of view what it means to live in and after such a crisis by considering the experiences of loss, mourning and melancholia as they relate to the kind of exilic existence experienced by many Zimbabweans as a result of 'the Crisis'. This kind of exile has been called "internal" and "external" (2007) exile by the Zimbabwean poet Chenjerai Hove, by which he means that those still living in the country under the Mugabe regime are living in conditions of exile emotionally, psychically and psychologically just as those in the diaspora, numbering three million or a quarter of the population, are living in conditions of physical and geographic exile. The researcher uses 'the Crisis' as a site of inquiry into considerations of individual and collective responsibility as a possible response to the emotional, geographic, and existential rupture caused by crisis. This study, which is partly autobiographical, but also historical and political, takes a speculative and conceptual approach to understanding effects of 'the Crisis'. The hybridized methods of writing as inquiry (Richardson, 2000), speculative essay as philosophical inquiry (Schubert, 1991), and autobiography as a form of narrative research, allow the researcher to articulate, meditate and speculate on questions regarding loss, temporality, mourning, melancholia and nostalgia, community, and responsibility from a position of personal interpretation, while accepting that those interpretations are fractured, partial and biased. The study proposes responsibility as one possible response to 'the Crisis' and suggests five claims of responsibility as avenues to open up considerations of how one possibly could respond to such formative experiences. The five claims are: return, melancholia and reflective nostalgia (Boym, 2001), art, learning, and community. These claims are drawn directly in relation to the researcher's interpretations of 'The Crisis' and so are not meant to be seen as normative but rather as suggestive. The recent scholarship that has been produced in response to 'the Crisis' has predominantly focused on logistical and practical concerns; this researcher establishes that psycho-social considerations of how one experiences crisis and could live with/in it are of equal importance to the scholarship of 'the Crisis' in Zimbabwe.